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B�:�:�:7jb+8�.�+�.錋�:7錋�:�:VIA@�+�.����� .枣B�����z7f堿 袮6B0fB旳 諬�8�諬諬�+077�:77777 B B�9�777fB7777��������������������������������������������������������������������諬777777777�X (*:  EMBED Word.Picture.8  1Programme TitleOrthoptics with Foundation Year2Programme CodeOPHU043JACS CodeB5204Level of StudyUndergraduate5aFinal QualificationBMedSci5bQAA FHEQ LevelFinal Qualification at FHEQ Level 6 � this programme specification relates solely to the Foundation Year delivery at University of 91直播 Undergraduate Foundation Level 0 (broadly equivalent to FHEQ levels 2-3), which guarantees progression to University of 91直播 Undergraduate Level 1 (FHEQ Level 4) at the agreed mark threshold as set out in the Programme Regulations.6aIntermediate Qualification(s)Students who pass the Foundation Year at Level 0, but do not achieve the specified progression threshold or meet additional specified conditions, will be entitled to the award of a Higher Education Achievement Record documenting and explaining their achievements on the Foundation Year. They would also be entitled to transfer onto any appropriate Certificate in Higher Education offered by the Department of Lifelong Learning at the University of 91直播.6bQAA FHEQ LevelSee above.7Teaching Institution (if not 91直播)Not applicable8FacultyExtra Faculty Learning and Teaching Committee9DepartmentDepartment for Lifelong Learning (DLL)10Other Departments involved in teaching the programmeDLL is responsible for delivery of all Foundation Year provision. The School of Allied Health Professions, Nursing and Midwifery, 91直播 is responsible for all higher levels of programme delivery and will also contribute to the delivery of an Extended Project module and the facilitation of departmental visits and student mentoring arrangements.11Mode(s) of AttendanceFull-time at Foundation Level 0. Mode at higher levels determined by arrangements within the School of Allied Health Professions, Nursing and Midwifery (AHPNM)12Duration of the ProgrammeOne year full-time at Foundation Level 0, plus three years on full-time degree within the School of AHPNM. For further details, see programme specifications for OPHU04.13Accrediting Professional or Statutory BodyNot applicable14Date of production/revisionSeptember 202315. Background to the programme and subject area The BMedSci Orthoptics with Foundation Year at the University of 91直播 provides students with non-standard entry qualifications with a thorough and supportive academic preparation for successful degree level study. The programme is carefully designed to build confidence in students� abilities, develop essential academic and study skills, and provide the subject specific knowledge essential for success. We work closely with students to ensure that their chosen degree is the most appropriate one for them, offering a range of stimulating learning opportunities through which to explore the different career and study opportunities open to them, and introducing them to all the learning and assessment methods they are most likely to encounter during their degree. The foundation year is taught within the Department for Lifelong Learning, where we have over forty years� experience working with adult learners to unlock their potential to succeed through the offer of accessible foundation courses leading to full and part-time degree level study. Students will learn alongside other students studying for a number of different degrees, typically in small class-sizes, supporting one another to develop and succeed. This foundation year also includes a range of opportunities to become involved in the life of the School of AHPNM. These will include having their Extended Project supervised within the School, and departmental visits arranged by DLL. In addition, we encourage all partner Departments to include Foundation Year students in undergraduate activities within the Department where possible and appropriate. 91直播 prides itself on the preparedness of all its graduates to excel in the world of work, developing a wide range of skills which can be applied in whatever career students ultimately choose to pursue. On the Foundation Year, students will be introduced to the full range of attributes of the 91直播 Graduate, in readiness for a successful and enjoyable undergraduate career. Further information can be found at: HYPERLINK "/dll/courses/foundation-year-degrees" \h/dll/courses/foundation-year-degrees16. Programme aims This Foundation Year aims to: Provide students with subject based knowledge and skills of the required standard for a successful undergraduate career at the University of 91直播. Develop students� familiarity with different methods of learning, teaching and assessment employed at the University of 91直播. Build students� confidence in their academic ability and to develop understanding of their personal strengths and weaknesses. Develop students� ability to exploit their knowledge and skills in new situations. Increase students� awareness of the opportunities as well as the challenges of studying as an undergraduate student. Provide strategies for managing the conflicting demands placed upon mature students. Provide information and guidance relating to students� chosen degree programme. Develop students� awareness of the key attributes of the 91直播 Graduate. Encourage students� enthusiasm and motivation for future degree level study.17. Programme learning outcomes Knowledge and understanding:K1Knowledge and understanding of Academic English of a standard necessary for successful progression to Level 1 HE study.K2Knowledge and understanding of Mathematics and descriptive statistics of a standard necessary for successful progression to Level 1 HE study.K3Subject knowledge and understanding of Biology, Chemistry, Mathematics and Healthcare sufficient for successful progression to Level 1 within BMedSci Orthoptics.K4Knowledge and understanding of the opportunities as well as the demands placed on students by university-style methods of learning, teaching and assessment.K5Knowledge of personal study strengths and weaknesses. Skills and other attributes:S1Relevant skills in the acquisition, evaluation and use of subject-related information in different circumstances.S2Essential skills in oral and written communication.S3Problem-solving and presentation skills sufficient to develop and sustain a coherent line of argument.S4Ability to participate effectively in group work activities, both assessed and non-assessed.S5Ability to carry out small-scale independent study and research.S6Familiarity with basic techniques of quantitative and qualitative data collection and analysis.S7Information literacy skills sufficient for effective study at Level 1.S8Reflective learning skills which promote self-awareness and appropriate responses to feedback.18. Teaching, learning and assessment Development of the learning outcomes is promoted through the following teaching and learning methods: Lectures and seminars. Most modules rely largely upon a mixed lecture/seminar format in order to impart essential subject knowledge, build confidence and encourage individual student participation. The latter is achieved through regular question and answer sessions and the use of small-group work to stimulate discussion on particular issues. The balance between tutor- and student-led discussions varies from subject area to subject area. (K1-3, S1-4). Problem solving classes. These are an integral part of the Maths and Statistics module, allowing students to develop their problem-solving skills with individual support from tutors where necessary. The work carried out in these classes allows students to apply and practice their theoretical knowledge, as well as their examination technique, in a supportive environment. (K2-3, S1, S3, S6). Field studies. Short field study trips to specific landscapes, places or buildings (e.g. museums) are employed in modules in order to introduce particular concepts, ideas and techniques best understood in context. These also provide an opportunity to practice basic recording methods in some instances. (K2-4, S1, S4-6). Independent study. This is the most important part of the learning process for most Foundation Year students. The extent to which independent study is formally guided by the tutor through the setting of specific weekly 損rivate study tasks� will vary from subject area to subject area. In many science-based subjects, for example, formal or informal question papers and tasks may be set on a regular basis. In other subjects, the emphasis will be more upon the location, reading and analysis of suitable primary or secondary sources, often in preparation for particular formally assessed essay questions or projects. All students take a core Extended Project module which specifically develops their independent study and research skills. Within this and the Academic Literacy and Communication Skills module, students are also encouraged to monitor and reflect on their learning and performance in a number of different contexts (K3-5, S1-8). Skills and subject-based tutorials. These are provided as part of the core Extended Project and Academic Literacy and Communication Skills modules. All students are also assigned a personal tutor for the duration of their studies on the Foundation Year with whom they are encouraged to discuss their progress and degree choice. (K3-5, S8). Group work. Throughout the Foundation Year students are encouraged to work together and support one another both within and outside the classroom � sharing knowledge and experience in a creative way in order to develop support networks during their time on the Foundation Year which they can continue to draw upon in their future degree level studies. (K4-5, S4, S8). On-line activities. All Foundation Year modules make use of MOLE courses to develop familiarity with the use and potential of virtual learning environments to enhance and structure learning, and as a tool for effective communication. (K1-5, S2, S4, S7-8). Revision workshops. All those modules which include substantial summative assessment by formal written examination will include specific workshops tailored to prepare students for this particular form of assessment. This is an area of assessment which mature students often find particularly challenging, but is also a key assessment tool used at level one and above on most degree pathways (K4, S2-3, S8). Laboratory sessions. Biology and Chemistry modules include some laboratory classes in which students will practice basic laboratory procedures, skills and techniques, whilst exploring their understanding of subject knowledge through experiment and observation. The Extended Project Module enables students on this pathway to understand the design of simple laboratory experiments developing self-directed research and analysis skills (K3, S1, S3-7). Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: The assessment on the foundation year of the BSc Biology with Foundation Year is designed to provide experience of all key forms of assessment method which students are likely to encounter at higher levels of study. Early exposure to these different assessment methods, including formative assessments in 揊oundations of� modules, as well as the opportunities provided through feedback and tutorial discussion to reflect on these experiences, helps build students� confidence in their ability to succeed, and to identify strategies for future success. The assessment methods employed are as follows: 1. Essays and Reports. Modules within the programme require either the preparation of an essay or a report. In preparing for and writing these, students are given the opportunity to demonstrate the achievement of K1, K3, S1-3, S5 and S7. 2. Oral or poster presentations. Individual and group presentations, supported by Powerpoint or posters, are assessed as part of the core Academic Literacy and Introduction to the Natural Sciences modules respectively. They provide an important opportunity for students to demonstrate to their peers their achievement of all learning outcomes. 3. Reflexivity exercises: these exercises can take various forms (e.g. learning journal, feedback action planning, critical reflection on individual extended essay/project) and are an important element of the Academic Literacy and Extended Project modules. They provide students with the opportunity to demonstrate the achievement of K1, K3-5, S1-8. 4. Unseen examinations: End of module examinations are an integral part of all 慒oundations of 厭 and the Introduction to the Natural Sciences module. In preparing for and sitting examinations, students are given the opportunity to demonstrate the achievement of K1-3, S1-3 and S6. 5. On-line participation: a small number of modules formally assess students� participation in virtual learning environment activities. This provides the opportunity to develop K1-5 while demonstrating S2, S4 and S7-8. 6. Extended project. The core extended project module gives all students the opportunity to develop their independent research and communications skills, whilst further exploring subject matter relevant to Biology degree in more depth. The successful completion of this module enables students to demonstrate achievement of all learning outcomes.19. Reference points The learning outcomes have been developed to reflect the following points of reference: QAA Access to Higher Education Diplomas HYPERLINK "http://www.accesstohe.ac.uk/91直播Us/Publications/Documents/Access-Grading-Scheme-Section-B.pdf" \hhttp://www.accesstohe.ac.uk/91直播Us/Publications/Documents/Access-Grading-Scheme-Section-B.pdf University Vision and Strategic Plan HYPERLINK "/vision"/vision 20. Programme structure and regulations At Foundation Year level, students take four 20 credit modules including two core modules covering study skills and personal development (Academic Literacy and Communication Skills), and basic numeracy and statistical skills (Maths and Statistics). Introduction to Health provides a general overview and introduction to study of Health and related fields; the Extended Project allows students to explore subject matter and specific skills important to their chosen degree in more depth, through researching and writing up an extended essay, project or laboratory-based experiment. Orthoptics students also take 40 credits of a combination of Biology and Chemistry modules and which provide foundational subject knowledge, skills and techniques in this subject area. This will include a 10 credit module where students will undertake more in depth study of human bodies and systems, focusing on developing a good knowledge and understanding of the main systems and processes in the human body. In all cases, students� personal tutors will be available to discuss the best module options to take to best support successful progression to the BMedSci Orthoptics. For an overview of the structure and regulations which apply to subsequent levels of study, please refer to the relevant degree programme specifications listed in the additional information section below.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at HYPERLINK "http://www.sheffield.ac.uk/calendar/regs" \hhttp://www.sheffield.ac.uk/calendar/regs21. Student development over the course of study Our Foundation Years are carefully designed to ease transition back into study for people who have often not studied in a formal academic environment for a long period of time. In this respect, the key subject matter and assessments students encounter in the first semester are intended to introduce and refresh key study skills and practices, to build confidence, but also to open up their thinking to the wider field of learning and knowledge which is the life blood of any University degree. We also place a strong emphasis upon group and peer-assisted learning at this stage, through the inclusion of different group tasks and assessments which are designed to ensure students can share and develop skills and support networks together which will serve them well throughout their University career. As the year progresses, the nature of the challenges we present intensify, with an increasing emphasis placed upon those forms of assessment which mature students often find most rewarding (more in-depth project work) or most difficult (end of year exams). Through the project work, departmental visits and other means, we also create a range of opportunities to become increasingly engaged in the life of Academic Unit of Ophthalmology and Orthoptics. In this way, we aim to ease students� second critical point of transition from foundation year student attached to Department for Lifelong Learning to a successful undergraduate student ready to flourish in their new departmental home. Before the end of the year抯 study, all students are offered clear advice and guidance around progression options from Foundation Level to Level One, including appropriate careers advice, and through their final pieces of assessment in the Academic Literacy and Project modules, are encouraged to reflect carefully upon their learning over the course of their foundation year, and their preparedness for level one study. In the case of students who do not achieve the average grade of 60 or better in their Foundation Year, plus additional conditions, required to progress onto level one of the BMedSci Orthoptics, we provide in depth support, advice and guidance to help them pursue an alternative progression route, either through the Department for Lifelong Learning抯 own Certificates of Higher Education, or by applying for other degree level study at 91直播 or elsewhere.22. Criteria for admission to the programme All applicants must meet the GCSE requirement of grade C/4 in English Language and Mathematics. GCSE resits will be accepted. University of 91直播抯 minimum academic entry requirements for English Language (demonstrated by GCSE grade C or equivalent). A minimum GCSE grade C/4 in Mathematics (or equivalent) is required. In addition, successful applicants will be able to demonstrate evidence of: Potential to succeed on their chosen degree programme, evidenced by a combination of work, life-based and prior educational experience, including the ability to reflect on their prior experience and how this has equipped them for degree level study; Understanding and commitment to the subject-area of their chosen degree programme; Preparedness for the demands that undergraduate degree level study will place upon them; Applicants will be interviewed and assessed by DLL and the School of AHPNM prior to entry; Candidates must undergo a DBS Enhanced Disclosure Check. Further information regarding admission to the programme is available from the Department for Lifelong Learning website at /dll/courses/foundation-year-degrees.23. Additional information For an overview of the structure and regulations which apply to subsequent levels of study, please refer to the degree programme specification for OPHU03 BMedSci Orthoptics HYPERLINK "/undergraduate/courses/2024/orthoptics-bmedsci"/undergraduate/courses/2024/orthoptics-bmedsciThis specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at 91直播 can be accessed via our Student Services web site at HYPERLINK "http://www.shef.ac.uk/ssid" \hhttp://www.shef.ac.uk/ssid.     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